Featured image: Walton Hall by B. de los Arcos, CC BY-NC
Yesterday I took part in an online hangout organised by the team behind #101openstories, hosted by the wonderful Jenni Hayman. The initiative started a few months back when six fabulous women, all members of GO-GN, got together to invite the rest of us to tell our open stories. I’m sticking the recording at the end of this post, but to save Jenni the awful task of having to transcribe what was said, here is how it all started for me. In fairness, I’m also keeping a promise I made on Twitter, although I should have used my own account, not GO-GN’s. I got mixed up!
I’m gonna do mine, that’s a promise 🙂 https://t.co/yDbfUtW8Tg
— GO-GN (@GOGN_OER) April 24, 2017
If I’m gonna tell this story properly, I have to go back to the year 2000 when I started teaching with the Open University. My background is in languages and at the time I was teaching Spanish at University College Galway (which then became NUI Galway). The OU, however, was distance education and a whole new adventure that got really exciting when from 2003, I think, we went fully online –I no longer met my students face-to-face but spoke to them once a month using a synchronous audiographic conferencing system developed in-house called Lyceum. It was fantastic. I loved every minute of it. (Remember Mattie the cat, Fernando?). By then I had moved from Galway to Dublin and was studying part-time for an MSc in IT in Education at Trinity College. It was my first excursion into doing research. See, teaching online posed new challenges: how different would I be as an online tutor? How would not having eye contact with my students affect the way I taught? The minor dissertation I wrote was then published as a chapter in a book available to purchase for £130.75 on Amazon. (I’m not even giving you the link). I didn’t know about open then.
Dublin didn’t quite work for a bunch of reasons, but upon returning to Galway and another semester of ‘traditional’ teaching, I wasn’t happy. I felt stuck. After getting a taste for doing research, I wanted more. I applied for a grant to do a PhD at the OU and got it. Hooray! That was probably the most significant moment of my career. It meant leaving Ireland though, for Milton Keynes, the town of roundabouts (I don’t know why they mention cows, I haven’t seen any). The horror! Don’t worry, I said to L, we’ll be back as soon as I graduate. Famous last words. Cue in financial meltdown, our Celtic Tiger caught having a nap. It would take us the best part of eleven years to return to Irish shores (I completed my PhD in 2009) and even now, I can’t say I’m properly back.
But let’s get on with the story. While PhD-ing, I was allowed to continue tutoring OU students; after all, they were the subjects of my research. One day, somebody asked: how would you like to share your teaching materials? The Department of Languages had just launched LORO, a repository of resources for language teachers, an online space that could be accessed by everyone. Here is the thing: if you were teaching beginners’ Spanish, for example, the OU would send you a CD containing materials that you could use in your online class, either as is or customised as you pleased. I had done a lot of that: had a look at what we were given, maybe used a resource without any changes once or twice, then adapted it according to what I thought had worked or not for my students; I had reused OU materials to build my own versions of screens and exercises. But I had no idea what the materials for the intermediate or advanced Spanish classes were, and even less of a clue what my colleagues teaching Chinese, Welsh, German or French were doing with their beginners. With LORO, that problem was instantly solved.
Soon I moved from being a user of the repository to helping others use the repository. It was also when I first learnt of Creative Commons licences. PhD under my belt, my next job was with the HEFCE-funded Support Centre for Open Resources in Education (SCORE), where my role was supporting anyone and everyone who was interested in using the OU’s Labspace (today OpenLearn Create) to set up an open course, for instance. I’m afraid at the time I didn’t think of it as the momentous event it probably was, but I was there when David Wiley himself shared with SCORE fellows his now lauded thoughts around the letter R.
Then came OT12, a MOOC on Open Translation tools and practices, and the SCORE Microsites, two collections of OER: one on research skills for international students thinking of doing their PhD in the UK; the other, for digital scholars.
At the end of 2012 I was appointed as one of the researchers with the Hewlett-funded OER Research Hub project, now Open Education Research Hub, and that was it, I haven’t looked back since. This post would get too long if I went into all that happened to us OERHubbers so maybe another time. Suffice it to say that there was ExplOERer and OEPS, and there is GO-GN (pride of place), bizMOOC and UK Open Textbooks. I’m not officially teaching any more; it wasn’t my own choice but because OU student numbers in the Republic of Ireland went downhill at such a speedy pace, that I was invited to volunteer for redundancy. (Blame, among other, the rise in fees and the demise of the ‘single module’ learner). But I’m still an educator, in a funny way, and I’d like to think that I’m still helping others think about open.
Here is the #101openstories recording from July 24th, 2017, with Anne Algers, Martin Weller and myself.